Graduate Students Professionalizing in Digital Time/Space: A View From “Down Below”

Leon, Kendall; Pigg, Stacey

doi:10.1016/j.compcom.2010.12.002

Cited by 12 publications

(10 citation statements)

References 5 publications

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“…This accountability helped her focus on her PhD work. Our approach challenges the experience of Winters et al's (2010) and Leon and Pigg's (2011) students and raises questions about the desirability for scholars to create clear boundaries between the different parts of their lives or boundaries between the task of being a PhD student and of engaging in online activity. We suggest that there is an alternative way of operating, to welcome the richness and value of online spaces and to integrate use of social media into one's daily practice.…”

Section: Social Media Practicesmentioning

confidence: 86%

“…It is easy to feel that using social media is time taken away from the study. As Leon and Pigg (2011) suggest in relation to their study of doctoral students' online academic and professional practices:…”

Section: Social Media Practicesmentioning

confidence: 99%

“…The students found themselves distracted by this multi-tasking and developed strategies to create clear boundaries between what was academic and what they considered were non-academic tasks, such as the practice of switching off the non-learning applications. Leon and Pigg (2011) agree, reporting that 'graduate students struggle with the tension between using resources like social media for pleasure and for work' (p. 4).…”

Section: Social Media Practicesmentioning

confidence: 99%

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A tale of two doctoral students: social media tools and hybridised identities

Bennett

Folley

2014

Research in Learning Technology

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This paper explores the experiences of two doctoral students who embraced Web 2.0 tools in their digital scholarship practices. The paper gives an insider perspective of the challenges and potential of working with online tools, such as blogs, and participating in online communities, such as Twitter’s #phdchat. We explore by drawing on our personal experiences as to how this participation was affected by our hybridised identity as both members of staff at a UK university and as PhD students. We argue that social media tools provide access to a community of doctoral students and knowledgeable others that reduce isolation and provide challenge and support along the challenging journey of undertaking a doctoral study. Whilst the tools involved exposure and risk in relation to managing our hybridised identities, our experience of their use was one we would recommend to others.Keywords: doctoral students; liminality; blogging; Web 2.0; Twitter(Published: 26 May 2014)Citation: Research in Learning Technology 2014, 22: 23791 - http://dx.doi.org/10.3402/rlt.v22.23791

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Section: Social Media Practicesmentioning

confidence: 86%

Section: Social Media Practicesmentioning

confidence: 99%

Section: Social Media Practicesmentioning

confidence: 99%

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A tale of two doctoral students: social media tools and hybridised identities

Bennett

Folley

2014

Research in Learning Technology

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“…The role of graduate training in the professionalization and socialization of junior academics is well-established (Bruss & Kopala, 1993; Langregr et al, 2018; Leon & Pigg, 2011; Sweitzer, 2009; Weidman et al, 2001; Wiseman & Matherly, 2009, p. 336). By encouraging junior academics to integrate into academic communities and become immersed in academic life, the graduate school experience provides students with opportunities to identify as valuable contributors to their field of study and gain key insights into the expectations, requirements and qualifications associated with a successful academic career.…”

Section: Literature On Ir Journalsmentioning

confidence: 99%

What Is the Role of Graduate Student Journals in the Publish-or-Perish Academy? Three Lessons from Three Editors-in-Chief

Arsenault

Heffernan

Murphy

2021

International Studies

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To be prepared to face the “publish-or-perish” reality of contemporary academia, early career scholars must develop capacity and confidence. While the publication practices of International Relations have received increasing attention in the last 20 years, concern remains around the preparedness of graduate students to participate confidently and competently in the publication process. As three former Editors-in-Chief of a graduate student journal, we suggest that student-run journals can play an important role in professionalization during graduate school. We then reflect on our journal’s context as well as on reforms initiated to improve the policies and practices during our editorial tenure. Bringing our experiences to bear on previous findings in the literature, we outline three key lessons that can help support successful journals at other institutions. First, given the high turnover rate, starting early is key to maintain early enthusiasm and flatten intensity spikes. Second, editors must remain mindful of what we call the ‘workload paradox’—or how the comparatively low workload of some graduate journals can make it harder to manage an editorial team. Finally, we argue that graduate student journals should be understood as places of learning and primarily valued as professionalization and pedagogical spaces.

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“…Winter, Cotton, Gavin, and Yorke (2010) observed that graduate students in online learning environments often toggled between learning and non-learning activities. Likewise, Leon and Pigg (2011) reported that 'graduate students struggle with the tension between using resources like social media for pleasure and for work' (p. 4). Additionally, considering the demographics of the students within any academic program when incorporating technology may be important.…”

Section: Reducing Isolation In Students Through New Technologiesmentioning

confidence: 99%

Patterns of Twitter Usage in One Cohort-Based Doctoral Program

Draper

Buzzelli

Holdan

2016

IJDS

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An Instructional Management and Leadership doctoral program (IML) incorporated the use of Twitter to examine what this looked like in practice. Did students actually use Twitter, and if so, how frequently, for what purpose(s), and were there differences between students on the pattern of use? Additionally, we sought to determine if Twitter is a legitimate instructional tool and if the use of Twitter can help mitigate feelings of isolation. Utilizing a descriptive case study design we implemented a survey methodology by distributing a modified version of the First Year Engagement Questionnaire to five IML cohorts. Active use of Twitter was infrequent. IML students used Twitter to gather news, follow experts, and find stimulating interactions. Active users and students who previously had a Twitter account were more positive about using Twitter. On average however, IML students were infrequent, passive Twitter users, aggregating information to supplement instruction. They did not use Twitter to reduce feelings of isolation. Female and male students used Twitter similarly. Younger students were more active than older students. Familiarity with the platform potentially moderates Twitter activity. Twitter has utility as a supplemental instructional tool but expanded use requires active student engagement.

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Graduate Students Professionalizing in Digital Time/Space: A View From “Down Below”

Cited by 12 publications

References 5 publications

A tale of two doctoral students: social media tools and hybridised identities

A tale of two doctoral students: social media tools and hybridised identities

What Is the Role of Graduate Student Journals in the Publish-or-Perish Academy? Three Lessons from Three Editors-in-Chief

Patterns of Twitter Usage in One Cohort-Based Doctoral Program

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